<![CDATA[Educator ethics is a fundamental issue in Islamic education because the quality of teaching cannot be separated from the moral, spiritual, and relational qualities of the teacher. This study compares the ethical concepts of educators in Imam Al-Ghazali’s Ihya’ ‘Ulumuddin and Imam Al-Zarnuji’s Ta’lim Muta’allim and examines their relevance to contemporary Islamic education. The study employed qualitative library research using the two classical works as primary sources and recent Indonesian books and peer-reviewed journal articles as secondary sources. Data were collected through documentation and analyzed through content analysis, comparative categorization, and contextual interpretation. The findings show that Al-Ghazali emphasizes compassion, sincerity, prophetic exemplarity, wise advice, attention to learners’ capacities, intellectual openness, and consistency between knowledge and action. Al-Zarnuji emphasizes knowledgeability, wara’, maturity, dignity, humility, compassion, freedom from envy, and guidance toward beneficial and blessed knowledge. Their ideas converge on moral exemplarity, responsibility, patience, and humane teacher–student relations, while differing in emphasis: Al-Ghazali foregrounds inner purification and spiritual accountability, whereas Al-Zarnuji foregrounds adab, authority, and respect for knowledge. This article proposes an integrative four-layer framework of educator ethics: spiritual integrity, humane relations, pedagogical responsibility, and exemplary professionalism.]]>
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